UURC Tier I Writing about Text Take Home #2 Fiction Text Fiction organizer Nonfiction organizer Syllabus Ob forms 2016-17

Test your knowledge : Utah core standards Reading Comprehension-- Challenging Text Finding Evidence Craft & Structure Comparing 2 Texts Academic Vocabulary Challenging text requires scaffolding, rereading, and modeling metacognitive strategies 2. Finding evidence A method and a goal for comprehension Found throughout CCSS Directly related to text-based questions—support for thinking 3. Craft and Structure Interpreting meaning of word choice Tone Point of View 4. Comparing 2 texts with similar themes or topics: We are often fearful of this task, it can feel daunting so we dive in prematurely Before students can compare texts they must first understand them deeply 5. Academic Vocabulary One level of complexity = vocabulary Domain specific (Tier III words, Beck and McKeown) Infrequent Less frequent words carry more meaning University of Utah Reading Clinic, www.uurc.utah.edu, kelly.p.robbins@utah.edu 11/13/2018

Laying the groundwork for writing Opinions, Arguments, Intertextual Connections Inferences Author’s Purpose Vocab & CRAFT/TEXT STRUCTURE Key Details General Understandings Whole UT Core Standards 8 & 9 Across texts 1 Entire text 6 Segments 4 , 5 & 6 Paragraph 2 Sentence Word 1 &2 Part Adapted from http://fisherandfrey.com/resources/

How are your teachers doing teaching writing?

Tier I Writing about Text: why Explicit instruction Students get organized for composition Reinforces/supports comprehension

Explicitly teach about these during Tier I Text Reading—Deep Queries CCSS.Writing 6th grade+ Use “Strategies”: Comparison/Contrast, Description, Sequence, Cause/Effect etc. Informational Opinion/Argument Narrative Explicitly teach about these during Tier I Text Reading—Deep Queries

UTAH CORE Standard (WRITING) 1

UTAH CORE Standard (WRITING) 2 CCSS.W.2

Tier I Writing about Text: How Gradually reduce scaffolding to promote independence and automaticity Guided organizer development Guided drafting from organizer

Scaffolding Drafting/Writing FORI/QtA Text Engagement Writing Scaffolding Drafting/Writing Model organization tools Model drafting Model text referencing to verify ideas Scaffold responses/oral language Efficient instruction (routines and prompts) FORI +QtA= text comprehension scaffolding Now we will adapt the instructional framework of Tier I Text that was used for scaffolding reading fluency and comprehension to scaffolding drafting/writing Modeling organization—simplified student organizers Modeling composition—shared writing—teacher models, students copycat Modeling text referencing—using text navigation strategies to guide whole class back to evidence in text Scaffolding responses—think-pair-share, forced choice Efficient instruction—same routines each week (organizer, shared drafts), brief/consistent prompts (when returning to text, in choral responses, in choral spelling)

Tier I Writing about Text: when In general… OUTSIDE of FORI 40 minutes of reading!!!!! After Day 1—in the afternoon Organizer Part 1: Review on Echo/Deep Day Part 2: Review on Partner/Kid Comp Day

The next step…modeling drafting

Using an Organizer to Write About Informational Text Use a document camera, the Organizer & Frame (see examples below) to model drafting in front of students. Follow “frame” format Note: the frame is just an example; feel free to change, add-to, subtract-from, etc. with your grade level in mind.

Be explicit, but be sure to be interactive! Interactively, generate phrases. Students “copycat” your writing on their papers. This is important scaffolding for those who struggle composing written language. Be explicit, but be sure to be interactive! Lead students in chorally reading & re-reading what has been written.  

Narrative Summary Frame Example: This ___genre/story is about... _______________(main character) and takes place in…___(time/place). The conflict (is/begins)…….. But, ____(turning point)_____. The story ends with ____(resolution)___. The author uses this story to tell us that __(theme)___. In my opinion, the author is correct/not correct, because…..

Informational Frame…

2016-17 developments & refinements

1. Overview SAGE State core Tier I Writing About Text Training (Text type focus) 1. Overview SAGE State core Review Tier I Text routines Intro Kid Organizer 2. Explanatory/Informative Draft on Topic w/ Intro, Development, Conclusion based on 1 text (heaviest scaffolding) 1 paragraph 3. Explanatory/Informative Draft on Topic, Development, Conclusion based on 1 text (moderate scaffolding) 2-3 paragraphs 4. Explanatory/Informative Compare/Contrast, Development, Conclusion based on 2 texts Gradual Release of Organizer Sequencing & Drafting

5. Explanatory/Informative Draft on Topic, Development, Conclusion based on 1 text (moderate scaffolding) 2-3 paragraphs 6. Explanatory/Informative Compare/Contrast, Development, Conclusion based on 2 texts Gradual Release of Organizer Sequencing & Drafting

Scaffolding Drafting/Writing FORI/QtA Text Engagement Writing Scaffolding Drafting/Writing Model organization tools Model drafting Model text referencing to verify ideas Scaffold responses/oral language Efficient instruction (routines and prompts) FORI +QtA= text comprehension scaffolding Now we will adapt the instructional framework of Tier I Text that was used for scaffolding reading fluency and comprehension to scaffolding drafting/writing Modeling organization—simplified student organizers Modeling composition—shared writing—teacher models, students copycat Modeling text referencing—using text navigation strategies to guide whole class back to evidence in text Scaffolding responses—think-pair-share, forced choice Efficient instruction—same routines each week (organizer, shared drafts), brief/consistent prompts (when returning to text, in choral responses, in choral spelling)